Children's Speech Sound Disorders. (Record no. 32624)
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| 000 -LEADER | |
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| fixed length control field | 10775nam a22004813i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC7103906 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240724115638.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240724s2014 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781118634004 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9781118634028 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC7103906 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL7103906 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)893650434 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | RJ496.S7 .B694 2015 |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 618.92/855 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Bowen, Caroline. |
| 245 10 - TITLE STATEMENT | |
| Title | Children's Speech Sound Disorders. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Newark : |
| Name of producer, publisher, distributor, manufacturer | John Wiley & Sons, Incorporated, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2014. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2014. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (498 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 490 1# - SERIES STATEMENT | |
| Series statement | New York Academy of Sciences Series |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Intro -- Children's Speech Sound Disorders -- Dedication -- Contents -- Contributors -- About the companion website -- Part I A practical update -- Introduction to Part I -- The contributors -- The children -- E3BP -- Children with SSD -- World Health Organization -- Evidence, belief and practice -- Controversial, exclusive and untested practices -- Theory-therapy and research-practice gaps -- Positive collaborations -- Two questions -- Keeping up with the literature -- Cultural and linguistic parochialism -- A plethora of gaps and questions -- References -- Chapter 1 The evolution of current practices -- Early understandings of 'normal' and 'deviant' speech -- Disparities between theory, therapy and practice -- Dyslalia and function alarticulation disorder -- Linguistic theory and sound patterns -- Clinical phonology -- Articulation development -- Revolution? -- Models of phonological acquisition -- The behaviourist model -- The structuralist model -- The biological model -- The natural phonology model -- The prosodic model -- The cognitive/Stanford model -- Levels of representation -- Theories of development, theories of disorder, and theories of intervention -- Communication and advocacy -- Terminology -- References -- Chapter 2 Terminology, classification, description, measurement, assessment and targets -- Where does 'functional' fit? -- Subtypes -- Clinicians' use of classification terms -- 'Articulation disorder' as a cover term -- 'Phonological disorder' as a cover term -- 'Sound system disorders' as a cover term -- 'Speech sound disorder' as a cover term -- Terms related to intervention -- Three phonological principles -- Characteristics of phonological disorder -- Misuse of terms -- Four easily confused 'phonological terms' -- Web questions -- Two major sub-groups -- Speech assessment: Screening -- Diagnostic evaluation. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | The case history interview and 'red flags' -- Video observations of early characteristics of CAS -- Independent and relational analysis -- Summarising these assessment data -- Intervening early -- Severity measures -- Parents' concerns and questions -- Questions parents ask -- Questions families ask: Severity -- Percentage of consonants correct -- Percentage of occurrence of processes, or patterns -- Normative data -- Informal intelligibility ratings -- Questions families ask: Prevalence -- Questions families ask: Aetiology -- Questions families ask: Delay ordisorder -- The questions families ask: Prognosis -- The questions families ask: Which method do you use? -- Question families seldom ask: Target selection, goal setting and generalisation -- Communicating with clients -- References -- Chapter 3 Special populations of children -- Parents' initial perceptions of their child's SSD -- Three special populations -- Children with co-occurring speech and language disorders -- Children with difficult behaviour -- An SLP/SLT view of counselling -- Children with cleft palate, craniofacial anomalies and velopharyngeal dysfunction -- Children who have been internationally adopted -- Children learning more than one language -- Non-English-speaking children -- Children with speech impairments in culturally and linguistically diverse settings -- Children with speech and literacy difficulties -- Special issues and concerns -- References -- Chapter 4 Intervention approaches -- Phonetic approaches -- Co-occurring error types -- Children with limited stimulability -- Stimulability training, pre-practice and the SLP/SLT skill set -- Auditory input -- Amplified auditory stimulationin CPPA -- Amplified auditory stimulation -- Focused auditory input (focused auditory stimulation) -- Auditory input in PACT -- Auditory Input Therapy (AIT). |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Perceptually based interventions -- Phonemic intervention -- Feature contrasts in English -- Grunwell's approach -- Metaphon -- Metaphon Phase 1 -- Concept Level -- Substitution processes (Sound Level) -- Syllable structure processes (Sound Level) -- Metaphon Phase 2 -- Core activity -- Metaphon final phase -- Minimal pair approaches: Conventional Minimal Pairs -- Minimal pair approaches: Maximal Oppositions -- Minimal pair approaches: Empty Set (Unknown Set) -- Minimal pair approaches: Multiple Oppositions -- Multiple Oppositions -- Sound contrasts in phonology -- Imagery Therapy -- Whole Language Therapy -- Core Vocabulary Therapy -- A psycholinguistic framework -- Phoneme Awareness Therapy -- Vowel Therapy -- Implications for service delivery -- Note -- References -- Chapter 5 'Common', 'best' and evidence-based practice -- Speech acquisition and the family -- A Canadian survey -- SLT and education in New Zealand -- Technology, tablet computers and Apps -- Child speech assessment and intervention practices in UK -- Non-speech oral motor exercises -- The student experience -- Clinical problem solving -- Embracing change -- A model for ethical practices -- The last say -- References -- Part II Speech intervention in every day practice -- Introduction -- SLPs/SLTs as counsellors -- New and potentially better ideas -- References -- Chapter 6 Phonological disorder and CAS: Characteristics, goals and treatment -- Treat the symptoms, not the label -- Six characteristics CAS and phonological disorder may have incommon -- Intervention goals that are common to phonological disorder and CAS -- Case history interview -- Motor speech examination worksheet -- Multi-Syllabic words -- Reading and reviewing the literature -- Neurophysiological investigations -- Characteristics and general observations of CAS -- Segmental characteristics of CAS. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Suprasegmental (prosodic) characteristics of CAS -- General observations of CAS -- Phonetic characteristics/phonetic error types in CAS -- Sound sequencing difficulties in CAS -- Timing disturbances in CAS -- Disturbed temporal-spatial relationships of the articulators in CAS -- Contextual changes in articulatory proficiency in CAS -- Phonological awareness and CAS -- Receptive language and CAS -- Expressive language and CAS -- Rating speech characteristics -- Overlapping symptoms and treatments -- Symptomatic treatment techniques -- 1. Pre-practice -- 2. Stimulability training -- 3. Phonetic placement techniques -- 4. Shaping -- 5. CV syllable and word drills -- 6. Phonotactic therapy -- 7. Metalinguistic approaches -- 8. Reading -- 9. Auditory input therapy/thematic play -- 10. Minimal contrast therapy -- 11. Melodic intonation therapy -- 12. Singing -- 13. Prolongation of vowels -- 14. Slowed rate of production -- 15. Progressive approximations -- 16. Single word production drill -- 17. Techniques to encourage self-monitoring -- 18. Single word and conversational speech production drill -- 19. Backward build-ups -- 20. Backward chaining -- Additional techniques -- References -- Chapter 7 Childhood apraxia of speech -- Principles of motor learning -- Repetitive practice (motor drill) -- A comparison of practice schedules -- Massed practice versus distributed practice -- Blocked practice versus random practice -- KP and KR feedback to the child -- Rate of production trials -- Finding the right level of intervention -- Integral stimulation -- Dynamic temporal and tactile cueing -- NDP3 -- An intervention for CAS with a prosodic emphasis -- Early days -- Taking responsibility -- Homework and the homework habit -- Brag book -- Ten tips for intervention for young children with severe CAS -- Controversial interventions for CAS -- References. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Chapter 8 Treatment targets and strategies for speech sound disorders -- Phonological disorder signs -- Puzzle phenomenon -- Marking -- Individualised education programs: IEPs -- Guide to expressing IEP goals phonological disorder and CAS -- Tad's IEP goals -- Target selection -- Newer target selection criteria -- Targeting speech perception -- Targeting compensatory errors in the cleft palate population -- Competence, focus and motivation -- Intrinsic motivation -- Words and pictures -- Consonants, clusters and vowels -- Minimal pairs -- Near minimal pairs -- Alliterative stories and activities -- Inspiration online -- References -- Chapter 9 Parents and children together in phonological intervention -- Primary population -- Secondary populations -- Theoretical basis -- Empirical support -- Assessment -- Quick Screener -- Assessing progress -- Goals and goal attack -- Materials and equipment -- Intervention -- Therapy sessions -- Intervention scheduling -- Dosage -- Target selection -- PACT components -- Parent education (Family education) -- Metalinguistic training -- Phonetic production training -- Multiple exemplar training -- Homework -- Case study -- Background -- Referral -- Initial presentation -- Screening process -- Therapy planning for Josie -- Agent, scheduling and dosage -- Josie's therapy -- Consonant clusters and multisyllabic words -- Acknowledgement -- References -- Chapter 10 Directions and reflections -- Sociophonetics -- A view from audiology -- Choices -- Survival and progress -- Two conclusions -- References -- Contributor index -- Subject index -- EULA. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Speech disorders in children. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Bowen, Caroline |
| Title | Children's Speech Sound Disorders |
| Place, publisher, and date of publication | Newark : John Wiley & Sons, Incorporated,c2014 |
| International Standard Book Number | 9781118634028 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | New York Academy of Sciences Series |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=7103906">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=7103906</a> |
| Public note | Click to View |
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